1,721,006 research outputs found
Ouachitonian selected to be featured in 2017 Jostens Look Book
Get PDFOuachita Baptist University’s 2015-2016 yearbook, Ouachitonian, is featured in the 2017 Jostens Look Book, celebrating the yearbook’s design excellence among the best in yearbook design and coverage.
The Jostens Look Book is a collection of spreads and photos from outstanding yearbooks and their themes, covers, designs, coverage, copy and photography. Along with design excellence, the annual Look Book honors the significant role that well-crafted yearbooks play in helping schools chronicle the experiences, stories and achievements relevant to students during the academic year
Ouachitonian yearbook honored for excellence by Jostens
Get PDFOuachita Baptist University’s student yearbook the Ouachitonian received a 2022 National Yearbook Program of Excellence award from Jostens Company.
Based in Minneapolis, Minn., Jostens produces college yearbooks nationwide, including the Ouachitonian. The company’s National Yearbook Program of Excellence recognizes engaging yearbooks that reflect a broad representation of the student body. Gold-, silver- or bronze-level distinction is awarded to publications based on criteria achieved in one to three of the following categories: creating an inclusive yearbook, generating school engagement and successfully managing the yearbook creation process.
Awards are presented in spring and fall of each year. Winners of the Fall 2022 excellence awards were named in September. Of 15,000 eligible schools, fewer than 6,800 – including Ouachita – were recognized with an award for excellence
The Change Process and the Implementation of High School Jostens Renaissance Programs: A Multiple Case Study
Get PDFMotivated by the growing body of research relating to the impact school climate has on student achievement, attendance, behavior, and mental well-being, many educators have implemented initiatives and programs aimed at school climate improvement. Jostens Renaissance is one such program and was the program of focus for this study. Though Jostens has numerous publications and media sources to facilitate the sharing of ideas, there is very little information available regarding the implementation of Renaissance.
The primary purpose of this study was to identify factors that facilitated change in the process of implementing high school Jostens Renaissance programs in order to identify any common factors that may be transferable to other schools. A multiple case study approach was utilized to explore the strategies which facilitated the implementation of Renaissance at three southeastern high schools. Data were collected via qualitative interviews with teachers and administrators who were present at their respective schools prior to, during, and after the implementation of Jostens Renaissance. The three study schools selected for the study were identified by Jostens as having strong Renaissance programs.
Seven main themes related to change factors were identified: need for change, supportive administration, dedicated faculty coordinator, student leadership and participation, faculty buy-in and participation, intentionality in building teacher climate, and perceived quality of the program. Surprisingly, none of the schools experienced any major barriers the implementation. Participants credited the lack of implementation barriers to a perceived need for change among the school community
How do students describe the effects of the Jostens Renaissance rewards and recognition program on their academic experience?
No full textIntrigued by anecdotal evidence of the success of Jostens Renaissance_, a program offering resources and tools to assist school administrators and teachers in motivating students, the author posed the following research question, how do students describe the effects of the Jostens Renaissance rewards and recognition program on their academic experience? To reveal student perspectives, fifty-five high school juniors completed a qualitative survey consisting of 31 questions regarding their views of the program and its effect on their and their classmates\u27 academic habits and achievement. Four key findings emerged from the student data: 1) students demonstrated a thorough understanding of the program\u27s goals and criteria 2) they reported that the program improves school culture 3) they stated that earning a reward or recognition through the program was motivational and 4) they valued recognition from teachers and peers as much as, or even more than, the rewards
Cole Harris, 38, of Falmouth, director of special promotions for Jostens, Inc.,
No full textCole Harris, 38, of Falmouth, director of special promotions for Jostens, Inc., a manufacturer of yearbooks and graduation supplies based in Minneapolis, Minn., has been consulting on episodes for the Fox Network television show Beverly Hills 90210
The Relationship Between Perceptions of School Climate and Student Achievement in Schools That Use Jostens\u27 Renaissance Programs
Get PDFEach school has unique attributes and a personality that gives the school a distinct climate. Psychological qualities that schools possess might include trust, collaboration, cooperation, teaching attributes, expectations, community involvement, and engagement (Rhodes, Camic, Milburn, & Lowe, 2009). Given information regarding school climate, relationship needs, and motivation, the purpose of this study was to examine the perceptions of teachers involved in change and improvement processes and to determine whether academic change was related to the use of programs such as Jostens’ Renaissance.
The participants of this study consisted of 242 faculty and staff from five public schools from three separate school districts in the Mississippi Gulf Coast Region. The schools included three middle schools and two high schools. These participants completed a researcher-made questionnaire used to assess perception of school climate. Three building level administrators participated in a nine question interview to add qualitative data to the study that assessed common themes. Student achievement data for this study were measured through the Quality Distribution Index (QDI). QDI is unique to Mississippi, and the majority of the QDI score for a school comes from the school’s Mississippi Curriculum Test 2 (MCT2) and Subject Area Testing Program (SATP) test scores. QDI was gathered over a three-year academic period from 2008-2009, 2009- 2010, and 2010-2011 for the five schools included in the study for three academic years.
Correlations were conducted to test the relationship between school climate and achievement, school professionals’ support of the Jostens’ Renaissance Program, and faculty perceptions of impact of Jostens’ Renaissance Programs and school climate. Data analysis showed that there was significant correlation between school climate perception data and achievement over the three years of academic findings. After analysis of the descriptive statistics from the 242 respondents to The Perception Survey for Faculty and Staff, it was found that there was support for the Jostens’ Renaissance Program based upon the mean scores and standard deviations provided from the findings. Findings report that there was no statistical significance found between the perception survey findings and school climate. It was found that school climate does, indeed, have a statistically significant impact on student achievement due to significant increase in QDI over the three academic years. During the qualitative interviews, the respondents overwhelming had positive remarks about the climate and Jostens’ Renaissance being vital components of successful schools and successful academic achievement based upon their experiences with the programs. Responses from the interviewees indicated that faculty support Jostens’ Renaissance programs, support a need for a positive climate in order to obtain success, and support that there was, indeed, a positive connection between climate, these programs and achievement in the schools in this study
Health Hazard Evaluation Report: HETA-88-082-1971: Jostens Incorporated; Princeton, Illinois
No full textIn response to a request from an authorized representative of the employees at the Recognition Division of Jostens Incorporated (SIC- 3911), Princeton, Illinois, a study was undertaken of possible hazardous working conditions at that site. Jostens was a jewelry manufacturer producing rings, medallions, tie tacks, belt buckles and service awards. There were about 15 employees in the plating department where jewelry was cleaned by either suspending the piece in a trichloroethylene (79016) (TCE) vapor degreaser or by immersing it in acid or alkali baths. Six plating lines were located in this department, each with its own exhaust ventilation. Personal breathing zone air concentrations of TCE ranged from 14.7 to 33.4 parts per million (ppm). Area air samples ranged from 49.2 to 64.1ppm at the TCE degreaser and ultrasonic cleaner, respectively, indicating these were major contributors to the pollution. Of the 25 employees responding to a symptom questionnaire, seven reported multiple symptoms consistent with solvent exposure. Cases of colon cancer, ovarian cancer, kidney, and breast cancer were identified among polish department employees. Only one employee with cancer had worked at Jostens more than 10 years before diagnosis. The authors conclude that a hazard existed to TCE exposure. The authors recommend improvements in engineering controls, safe work practices, and the use of personal protective equipment made
Cole Harris, 38, of Falmouth, director of special promotions for Jostens, Inc.,
No full textCole Harris, 38, of Falmouth, director of special promotions for Jostens, Inc., a manufacturer of yearbooks and graduation supplies based in Minneapolis, Minn., has been consulting on episodes for the Fox Network television show Beverly Hills 90210
The Evaluation of the Jostens Renaissance Incentive Program and the Impact it has on Students at a Southwest Florida High School
Get PDFAs state requirements for academic achievement continue to become more rigorous, school administrators and counselors strive to create positive school environments. Therefore, administrators and counselors must find creative incentive programs tailored to meet the needs of respective school settings, such as the Jostens Renaissance incentive program. The purpose of this study was to examine the efficacy of the Jostens Renaissance education incentive program at one Title I high school in Southwest Florida by studying the relationship among students’ GPAs, attendance, and disciplinary issues before participation in the program. The evaluation was a quantitative, quasi-experimental design that utilized pre-existing data of students at a Florida high school. Seventy-nine students participated in the Jostens Renaissance incentive program between 2019 to 2020 in the span of one school semester. Quantitative data showed the participants’ demographics of race, ethnicity, grade level, and academic information. A pretest/posttest design showed the impact of the Jostens Renaissance incentive program on students’ GPAs, attendance, and disciplinary issues. Results showed a significant increase in GPA and significant decrease in days absent and number of discipline cards occurred before and after the implementation of the Jostens Renaissance Program. Therefore, the program was successful at improving students’ goals
An Evaluation of the Jostens Renaissance Program on Award-Winning High Schools\u27 Attendance Rates and Graduation Rates
No full textThe purpose of this study was to evaluate the impact of the Jostens Renaissance program on attendance rates and graduation rates at award-winning high schools. This evaluation was conducted by (a) comparing the two-year averages of attendance rates and graduation rates of award-winning high schools prior to the implementation of the Jostens Renaissance program to the two-year averages of attendance rates and graduation rates after an award was received through a paired samples t-test and (b) by examining the perceptions of award-winning renaissance coordinators through an open-ended five question interview. Major findings of the quantitative portion of the study included (a) no statistically significant difference in attendance rates (p = .773) and (b) a statistically significant difference in graduation rates (p = .000, Eta squared = .66). Major findings of the qualitative portion of the study included themes centered on the importance of relationships, creating a sense of ownership and pride for all stakeholders, and the value of attending the Jostens Renaissance National Conference. The findings of this study are significant to practitioners in search of methods and strategies to improve graduation rates and the overall culture and climate of their schools. Recommended future studies include replicating this study after the award-winning coordinator resigns their position, analyzing the commonalities of the strategies used to attain award-winning status, replicating this study to examine discipline rates, and replicating this study on low-achieving and/or socioeconomically disadvantaged schools
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